The readability level of instructional materials for learning disabled students is commonly determined by practitioners. In this article, the author stresses the importance of assessing the readability of all instructional materials used with LD students and not merely of basal readers, as is often the case. Moyer's findings indicate that the readability level of workbooks, for example, is considerably higher than that of their companion readers; moreover, the difference between them increases significantly with grade level. The two readability variables, word length and sentence length, were found to contribute differentially to the readability estimates across levels.
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